Publication Cover
Bilingual Research Journal
The Journal of the National Association for Bilingual Education
Volume 41, 2018 - Issue 1
539
Views
0
CrossRef citations to date
0
Altmetric
Research Article

English acquisition in Puerto Rico: Teachers’ insights

, &

References

  • Acevedo, G. (2000). A look at how mainland Puerto Ricans believe themselves to be perceived by their island counterparts and its impact on their ethnic self-identity and group belongingness ( Doctoral dissertation). City University of New York, New York, NY.
  • Álvarez, M. (2000). Experiences of Puerto Rican students in learning English as a second language and French as a foreign language ( Doctoral dissertation). New York University, New York, NY.
  • Andrews, S. J. (2008). Teacher language awareness. Cambridge: Cambridge University Press.
  • Aneja, G. A. (2016). (Non) native speakered: Rethinking (non) nativeness and teacher identity in TESOL teacher education. TESOL Quarterly, 50(3), 572–596. doi:10.1002/tesq.2016.50.issue-3
  • Ariza, E. (2004). Torn between two worlds: Overcoming resistance to second language learning. The Clearing House, A Journal of Educational Strategies, Issues, and Ideas, 77(3), 105–107. doi:10.1080/00098650409601238
  • Arzan, Á. (1999). Final report of interfaculty project: Desarrollo de competencia lingüística del estudiantado del recinto de Río Piedras [Development of linguistic competence of the students of the Río Piedras campus]. Río Piedras, PR: University of Puerto Rico.
  • Auerbach, E. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27, 9–32. doi:10.2307/3586949
  • Austin, T. (2011). Language learner teachers: Evolving insights. International Journal of the Sociology of Language, 208, 119–137.
  • Babad, E. (2009). The social psychology of the classroom. New York, NY: Routledge.
  • Barreto, A. A. (2000). The politics of language in Puerto Rico. Gainesville, FL: University Press of Florida.
  • Barrows, E. (2008). Puerto Rican attitudes towards the acquisition of English as a second language: The case of adults in private education ( Master’s thesis). University of Puerto Rico, San Juan, PR.
  • Bernardo, A. I. (2004). McKinley’s questionable bequest: Over 100 years of English in Philippine education. World Englishes, 23(1), 17–32. doi:10.1111/j.1467-971X.2004.00332.x
  • Bhattacharya, U. (2017). Colonization and English ideologies in India: A language policy perspective. Language Policy, 16(1), 1–21. doi:10.1007/s10993-015-9399-2
  • Brigham, S., & Castillo, E. S. (1999). Language policy formulation in the Philippines. (Technical Background Paper No. 6, Philippine educational sector study). Manila, Philippines: Asian Development Bank.
  • Caliskan, Z. Z., Simsek, H. H., & Kondakci, Y. K. (2017). Differentiated function of school in socio-culturally disadvantaged context: A constructivist grounded theory study from Turkey. Urban Review, 49(3), 400–419. doi:10.1007/s11256-016-0391-8
  • Canagarajah, S. (2004, April). Shuttling between discourses: Textual and pedagogical possibilities for periphery scholars. Paper presented at the sixth centennial conference “Identity, Community, Discourse: English in Intercultural Settings,” University of Turin, Italy.
  • Carroll, K. S. (2008). Puerto Rican language use on Myspace.com. Centro Journal, 20(1), 96–111.
  • Carroll, K. S., & Sambolin Morales, A. S. (2016). Using university students’ L1 as a resource: Translanguaging in a Puerto Rican ESL classroom. Bilingual Research Journal, 39(3–4), 248–262. doi:10.1080/15235882.2016.1240114
  • Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London, England: Sage.
  • Christian, D. (2007). Charting a path to bilingualism: Policy and practice support. The Modern Language Journal, 91, 271–273. doi:10.1111/modl.2007.91.issue-2
  • Clampitt-Dunlap, S. (2000). Nationalism and native language maintenance in Puerto Rico. International Journal of the Sociology of Language, 142(3), 25–34. doi:10.1515/ijsl.2000.142.25
  • Collins, S. M., Bosworth, B., & Soto-Class, M. A. (2006). The economy of Puerto Rico: Restoring growth. San Juan, PR: Center for the New Economy.
  • Colorado Laguna, R., & Corcino Marreo, L. (2014). Diferencias en el desempeno académico y en los predictores de exito universitario por escuela de procedencia [Differences in academic performance and predictors of university success by school of origin]. Pedagogica, 47(1), 159–191.
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Los Angeles, CA: Sage.
  • Crookes, G. (2009). Values, philosophies, and beliefs in TESOL: Making a statement. Cambridge, England: Cambridge University Press.
  • Csizer, K. & Dornyei, (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89(1), 19–36.
  • Dayton, E., & Blau, E. (1999). Puerto Rican English: An acceptable non-native variety? Milenio, 3, 176–193.
  • Del Valle, S. (2003). Language rights and the law in the US: Finding our voices. Clevedon, England: Multilingual Matters.
  • Denzin, N. K., & Lincoln, Y. S. (2005). The SAGE handbook of qualitative research. Thousand Oaks, CA: Sage.
  • Derbel, F., & Richards, A. R. (2007). Infusing a postcolonial component into English language teacher education curricula for a global century. Radical Pedagogy, 9(1). Retrieved from http://radicalpedagogy.icaap.org/content/issue9_1/derbel_richards.html
  • Dörnyei, Z., Henry, A., & Muir, C. (2016). Motivational currents in language learning: Frameworks for focused interventions. New York, NY: Routledge.
  • Duany, J. (2002). The Puerto Rican nation on the move: Identities on the island and in the United States. Chapel Hill, NC: University of North Carolina Press.
  • DuBord, E. (2007). La mancha del plátano: Language policy and the construction of Puerto Rican national identity in the 1940s. Spanish in Context, 4(2), 241–262. doi:10.1075/sic.4.2
  • Eisenstein Ebsworth, M. (2009). True progress is bilingualism for all: A response to Porter. Puerto Rico TESOL-Gram, 35(3), 24–26.
  • Eisenstein Ebsworth, M., & Ebsworth, T. (1997). Responses of island Puerto Ricans and continental Americans to critical incidents: A crosscultural pragmatics study. Research on Language and Social Interaction, 30(3), 193–234. doi:10.1207/s15327973rlsi3003_1
  • Eisenstein Ebsworth, M. & Ebsworth, T. (2000). The pragmatics and perceptions of multicultural Puerto Ricans. The International Journal of the Sociology of Language, 142, 119–155.
  • Eisenstein Ebsworth, M., & Ebsworth, T. (2011). Teaching and learning English in Puerto Rico: An approach-avoidance conflict? In J. Fishman & O. Garcia (Eds.), Language handbook, Volume II: The language continuum (pp. 96–112). New York, NY: Oxford University Press.
  • Eisenstein Ebsworth, M., Kim, A. J., & Klein, T. J. (2010). Projections: From a graduate TELL class to the practical world of L2 teachers. CALICO Journal, 27(2), 349–375. doi:10.11139/cj.27.2.349-375
  • Ellis, E. M. (2006). Language learning experience as a contributor to ESOL teacher cognition. TESL-EJ, 10(1). Retrieved from http://www.tesl-ej.org/wordpress/issues/volume10/ej37/ej37a3/
  • Fayer, J. (2000). Functions of English in Puerto Rico. International Journal of the Sociology of Language, 142(3), 89–102. doi:10.1515/ijsl.2000.142.89
  • Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. A perspective from north American educational research on teacher education in English language teaching. Language Teaching, 35, 1–13. doi:10.1017/S0261444801001720
  • García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. New York, NY: Palgrave Macmillan.
  • García Martínez, A. (1976). Idioma y política [Language and politics]. San Juan, PR: Editorial Cordillera.
  • Gawronski, B., Strack, F., & Bodenhausen, G. V. (2009). Attitudes and cognitive consistency: The role of associative and propositional processes. In R. E. Petty, R. H. Fazio, & P. Briñol (Eds.), Attitudes: Insights from the new implicit measures (pp. 85–117). New York, NY: Psychology Press.
  • Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.
  • Guadalupe, P. (2016, June 30). Here’s how PROMESA aims to tackle Puerto Rico’s debt. NBC News. Retrieved fromhttp://www.nbcnews.com/news/latino/here-s-how-promesa-aims-tackle-puerto-rico-s-debt-n601741
  • Guiñals Rodríguez, I. (2005). The use of local content and standard content based literature for advanced reading and writing English skills within an intercultural society: An exploratory comparative analysis of student learning performance in a UPR college basic English course ( Doctoral dissertation). University of Puerto Rico, Río Piedras, PR.
  • Gutiérrez, K. D., Baquedano‐López, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), 286–303. doi:10.1080/10749039909524733
  • Halbwachs, M. (1992). On collective memory. Chicago, IL: The University of Chicago Press.
  • Hernández, M. (2002). Aquí se habla español: Estás en Puerto Rico [Spanish is spoken here: You are in Puerto Rico]. Retrieved from http://puertoricans.com/city/MANNY/vitae.asp
  • Irizarry Muñoz, V. (2000). Puerto Rican return migrant and nonmigrant students’ apology performance and evaluation: A cross-cultural pragmatics study ( Doctoral dissertation). New York University, New York, NY.
  • Johnson, K. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235–257.
  • Kabilan, M. K. (2007) English language teachers reflecting on reflections: A Malaysian experience. TESOL Quarterly, 41(4), 681–705.
  • Kramsch, C. (2003). Identity, role and voice in cross-cultural (mis)communication. In J. House, G. Kasper, & S. Ross (Eds.), Misunderstanding in social life: Discourse approaches to problematic talk (pp. 129–154). London, England: Longman.
  • Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537–560. doi:10.2307/3588427
  • Ladd, H. F., & Rivera-Batiz, F. L. (2006). Education and economic development. In S. M. Collins, B. P. Bosworth, & M. A. Soto-Class (Eds.), The economy of Puerto Rico: Restoring growth (pp. 189–254). Washington, DC: Brookings Institution Press.
  • Lee, E., & Norton, B. (2009). The English language, multilingualism, and the politics of location. International Journal of Bilingual Education & Bilingualism, 12(3), 277–290. doi:10.1080/13670050802153285
  • Lin, A., Wang, W., Akamatsu, N., & Riazi, M. (2005). International TESOL professionals and teaching English for globalized communication. In A.S. Canagarajah (Ed.), Reclaiming the local in language policy and practice (pp. 197–222). Mahwah, NJ: Erlbaum.
  • López Laguerre, M. M. (1997). El bilingüismo en Puerto Rico [Bilingualism in Puerto Rico]. San Juan, PR: Editorial Espuela.
  • MacDonald, K. (2003). Internet technology and second/foreign language education: Activities for the classroom teacher. Canadian Modern Language Review, 59(3), 455–462. doi:10.3138/cmlr.59.3.455
  • Malavet, P. A. (2007). America’s colony: The political and cultural conflict between the United States and Puerto Rico. New York, NY: New York University Press.
  • Maldonado, N. (2000). The teaching of English in Puerto Rico: One hundred years of degrees of bilingualism. Higher Education in Europe, 25(4), 487–497. doi:10.1080/03797720120037822
  • Martínez-Ortiz, J. (2017). Cable TV, American nuns, and rock n’ roll. In A. Pousada (Ed.), Being bilingual in Borinquen: Students voices from the University of Puerto Rico (pp. 34–37). Newcastle upon Tyne, England: Cambridge Scholars Publishing.
  • Mason, M. (2010). Sample size and saturation in PhD studies using qualitative interviews. FQS Forum: Qualitative Social Research, 11(3), Art. 8. Retrieved from http://nbn-resolving.de/urn:nbn:de:0114-fqs100387
  • Mazak, C. (2012). My cousin talks bad like you: Relationships between language and identity in a rural Puerto Rican community. Journal of Language, Identity and Education, 11(1), 35–51. doi:10.1080/15348458.2012.644119
  • McLaren, P. (1993). Schooling as a ritual performance: Towards a political economy of educational symbols and gestures (2nd ed.). New York, NY: Routledge.
  • Meléndez, A. (1997). Language learner perceptions on the circumstances and factors that contribute to language learning anxiety in Puerto Rico ( Doctoral dissertation). New York University, New York, NY.
  • Moradkhania, S. & Shirazizadehb, M (2017). Context-based variations in EFL teachers’ reflection: the case of public schools versus private institutes in Iran. Reflective Practice, 18(2), 206–218.
  • Morris, N. (1995). Puerto Rico: Culture, politics, and identity. Westport, CT: Praeger.
  • Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching, 41, 315–348. doi:10.1017/S0261444808005028
  • Muñoz, A., Hernández, M., Ríos, J., & Rodíguez, B. (2008, November). New Spanishes: The revolution of Americanisms in Puerto Rico and in other Spanish speaking countries. Paper presented at the annual Puerto Rico TESOL Convention: “The Next Generation of ESL: Tapestry for Success,” Rio Grande, PR.
  • Ntombela, B. S. (2016). “The burden of diversity”: The sociolinguistic problems of English in South Africa. English Language Teaching, 9(5), 77–84. doi:10.5539/elt.v9n5p77
  • Ogbu, J. (2003). Black American students in an affluent suburb: A study of academic disengagement. Mahwah, NJ: Lawrence Erlbaum.
  • Otheguy, R., Zentella, A., & Livert, D. (2007). Language and dialect contact in Spanish in New York: Toward the formation of a speech community. Language, 83(4), 770–802. doi:10.1353/lan.2008.0019
  • Peterson, E. E., Rubie-Davies, C., Osborne, D., & Sibley, C. (2016). Teachers’ explicit expectations and implicit prejudiced attitudes to educational achievement: Relations with student achievement and the ethnic achievement gap. Learning & Instruction, 42, 123–140. doi:10.1016/j.learninstruc.2016.01.010
  • Plano Clark, V. L., & Ivankova, N. V. (2016). Mixed methods research: A guide to the field. Thousand Oaks, CA: Sage.
  • Pousada, A. (1999). The singularly strange story of the English language in Puerto Rico. Milenio, 3, 33–60.
  • Pousada, A. (2000). The competent bilingual in Puerto Rico. International Journal of the Sociology of Language, 142(3), 103–118. doi:10.1515/ijsl.2000.142.103
  • Pousada, A. (2008). The mandatory use of English in the federal court of Puerto Rico. Centro Journal, 20(1), 137–155.
  • Pousada, A. (2015, October). Being bilingual/bicultural in Puerto Rico: Personal histories. Paper presented at West Indian Literature Conference, University of Puerto Rico, Río Piedras, PR.
  • Pousada, A. (2017). Being bilingual in Borinquen: Students voices from the University of Puerto Rico. Newcastle upon Tyne, England: Cambridge Scholars Publishing.
  • Ramírez González, C. M., & Torres, R. (2000). Editor’s preface. International Journal of the Sociology of Language, 142(3), 1–4. doi:10.1515/ijsl.2000.142.1
  • Reagan, T. G. (2002). Language, education, and ideology: Mapping the linguistic landscape of U.S. schools. Westport, CT: Praeger.
  • Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom. RELC Journal: A Journal of Language Teaching and Research, 46(1), 5–22. doi:10.1177/0033688214561621
  • Salazar, M. C. (2010). Pedagogical stances of high school ESL teachers: “Huelgas” in high school ESL classrooms. Bilingual Research Journal, 33(1), 111–124. doi:10.1080/15235881003733415
  • Sánchez Gutiérrez, L. (1999). The use and importance of written English in the workplace in Puerto Rico ( Doctoral dissertation). New York University, New York, NY.
  • Savin-Baden, M., & Major, C. H. (2013). Qualitative research: The essential guide to theory and practice. Abingdon, Oxon, England: Routledge.
  • Schmidt, J. R. (2014). The politics of English in Puerto Rico’s public schools. Boulder, CO: First Forum Press.
  • Seidman, I. (2014). Interviewing as qualitative research. New York, NY: Teachers College Press.
  • Shi, L. (2009). Chinese-Western ‘contact zone”: Students’ resistance and teachers’ adaptation to local needs. TESL Canada Journal, 27(1), 47–63.
  • Shohamy, E. (2011). Cases of language policy resistance in Israel’s centralized educational system. In K. Menken & O. García (Eds.), Negotiating language education policies: Educators as policymakers (pp. 182–197). New York, NY: Routledge.
  • Singh, P. & Doherty, C. (2004). Global cultural flows and pedagogic dilemmas: Teaching in the global university contact zone. TESOL Quarterly, 38, 9–42.
  • Solorzano, D. G., & Bernal, D. D. (2001). Examining transformational resistance through a critical race and LatCrit theory framework: Chicana and Chicano students in an urban context. Urban Education, 36(3), 308–342. doi:10.1177/0042085901363002
  • Stiglitz, J. E., & Guzman, M. (2017). From bad to worse for Puerto Rico. Project Syndicate. Retrieved from https://www.project-syndicate.org/commentary/puerto-rico-debt-plan-deep-depression-by-joseph-e–stiglitz-and-martin-guzman-2017-02.
  • Strauss, A. (1987). Qualitative analysis for social scientists. New York, NY: Cambridge University Press.
  • Suárez, S. (2005). Does English rule? Language instruction and economic strategies in Singapore, Ireland, and Puerto Rico. Comparative Politics, 37(4), 459–478. doi:10.2307/20072904
  • Torres-González, R. (2001). Idioma, bilingüismo y nacionalidad: La presencia del inglés en Puerto Rico [Language, bilingualism, and nationality: The presence of English in Puerto Rico]. San Juan, PR: Editorial de la Universidad de Puerto Rico.
  • Torruellas, R. (1990). Learning English in three private schools in Puerto Rico: Issues of class, identity and ideology ( Doctoral dissertation). New York University, New York, NY.
  • Tsui, A. (2003). Understanding expertise in teaching: Case studies of second language teachers. Cambridge: Cambridge University Press.
  • Tucker, G. R. (2005). Innovative language education programmes for heritage language students: The special case of Puerto Ricans. International Journal of Bilingual Education and Bilingualism, 8(2), 188–195. doi:10.1080/13670050508668606
  • United States Census Bureau. (2015). Selected characteristics of the total and native populations in Puerto Rico 2011–2015: American community survey 5-year estimates. Retrieved from https://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_15_5YR_S0601PR&prodType=table
  • Valdés, G. (2001). Learning and not learning English: Latino students in American schools. New York, NY: Teachers College Press.
  • Vandervoort, R. (2012, December 6). Puerto Rico must adopt English language for statehood. The Washington Times. Retrieved from http://m.washingtontimes.com/news/2012/dec/6/puerto-rico-must-adopt-english-language-for-stateh/
  • Vargas Batista, G. (2005). Teaching units to lower language anxiety for 8th and 9th grade ESL students in Puerto Rico ( Master’s thesis). University of Puerto Rico, Mayaguez, PR.
  • Velázquez-Torres, N. (2006). How well are ESL teachers being prepared to integrate technology in their classrooms? TESL-EJ, 9(4), 1–28.
  • Vélez, J. (2000). Understanding Spanish language maintenance in Puerto Rico: Political will meets the demographic imperative. International Journal of the Sociology of Language, 142(3), 5–24. doi:10.1515/ijsl.2000.142.5
  • Vélez, J., & Schweers, C. W. (1993). A U.S. colony at a linguistic crossroads: The decision to make Spanish the official language of Puerto Rico. Language Problems and Language Planning, 17(2), 117–139. doi:10.1075/lplp.17.2
  • Walsh, S. (2003). Developing interactional awareness in the second language classroom through teacher self-evaluation. Language Awareness, 12(2), 124–142.
  • Williams, Q., & Stroud, C. (2015). Linguistic citizenship: Language and politics in postnational modernities. Journal of Language and Politics, 14(3), 406–430. doi:10.1075/jlp.14.3.05wil
  • Wolfram, W. (1974). Sociolinguistic aspects of assimilation: Puerto Rican English in New York City. Arlington, VA: Center for Applied Linguistics.
  • Wolochuk, A. (2014). Self-assessment in a second language. Lewiston, NY: The Edwin Mellen Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.